Collaborators: Amanda Boswell & Melinda Lanham Instructional Level: 10th grade world history students Link to Lesson Plan Deconstruction
Benchmark Scenario The librarian, Mrs. Lanham, is new to the high school campus and noticed that there did not seem to be a great deal of collaboration between the library and the teachers on campus. In an effort to build a collaborative relationship, she sent out an introductory email to each department at the beginning of the year offering her assistance. One of the responses was from Mrs. Boswell about a Holocaust project in World History in the spring. Mrs. Lanham made note of the project and as spring approached she made a point to visit the PLC. The teachers were planning through the spring semester, and the librarian brought up the email Mrs. Boswell had sent earlier in the year on the project.
Brava for Mrs. Lanham realizing it is her responsibility to make the first move and for your realistic scenario. Mrs. Boswell was motivated to form a partnership because students had struggled with resources and presentation tools in the past. Mrs. Lanham mentioned some new databases the library had just received and some web resources she had found recently. She also explained a few presentation tools that she had used with similar groups of students in the past. At the end of the meeting they decided that Mrs. Lanham would meet during PLC time and continue the planning process. By the next meeting Mrs. Lanham will be prepared to share some of the new databases and presentation tools. Mrs. Boswell will bring also the rubric and the resources she used in the past to complete the project. They will work together to develop better resources and presentation tools to complete the project. Instructional Goals and Standards: *Grade level: 10th grade *Content area: World History *Initial goals: Students will be able to research various concentration camps and use a variety of resources to create a multimedia presentation showing what life was like in the camp for someone of there same age and gender. *Initial objectives:
Using sources found on the internet, in databases, and print resources, students will conduct research on life for someone of their age and gender in a specific concentration camp. The students will compare their life to that of those in concentration camps.
Students will then create multimedia presentations using sound, images, and graphics to creatively represent the connections between the two using various technologies available to the students.
Once the project is completed by the assigned due date, the students will then have to present their findings to the class by showing and explaining their multimedia presentation.
Frame your objectives in terms of, at the end of this unit, students will be able to: 1. 2.... Also, check your verbs. Where do they fall on Bloom's taxonomy?
1. A schedule for future collaborative planning sessions. You MUST include a real schedule for completing A.4.2 for LS5443:
*We will maintain ongoing contact via text and emails due to schedules and other constraints.
Lesson Completion Schedule
April 2
Finalize lesson overview
April 3
Completion of all collaborative forms and other required elements of 3.3
April 4
Review and correct as needed
April 6
Submitted
April 11
First half of lesson plan completed
April 18
Second half of lesson plan completed
April 23
Implementations and Extensions and all supplemental attachments completed
This is a fine form. However, I am unable to give you feedback directly on the form because I do not have editing rights.
3. Strengths brought to this partnership by Amanda Boswell:
I am a very organized person and work hard to get things done. I easily adapt to different situations and maintain good relationships with those around me. Strong communication skills help me to develop collaborative opportunities and maintain strong working relationships. I am also very good with technology and teaching others to use those technologies. 4. Strengths brought to this partnership by Melinda Lanham:
I am also a very organized person and work hard to get things done ahead of schedule. I always plan ahead to ensure that the things that need to get done will get done. I enjoy learning new skills and developing engaging lessons. Collaboration is a great way to grow as an educator and build better lessons. I can usually build strong relationships with those around me and develop a strong working relationship. I strive to always do my best in all situations and encourage others to do the same. 5. How the administrators will be informed of the collaboration:
The librarian meets bi-weekly with the principal as part of the leadership committee, and takes this opportunity to share the collaborative efforts on the campus and to share examples of the end results. The librarian also sends email invitations to the principal when students will give presentations to encourage him to see first hand the products the students produce. The administrator should also be invited to collaborative planning sessions and to formally or informally observe the educators coteaching. The principal should be as interested in the process as the final product. Collaborative Planning Form
Instructional Level: 10th grade world history students
Link to Lesson Plan Deconstruction
Benchmark Scenario
The librarian, Mrs. Lanham, is new to the high school campus and noticed that there did not seem to be a great deal of collaboration between the library and the teachers on campus. In an effort to build a collaborative relationship, she sent out an introductory email to each department at the beginning of the year offering her assistance. One of the responses was from Mrs. Boswell about a Holocaust project in World History in the spring. Mrs. Lanham made note of the project and as spring approached she made a point to visit the PLC. The teachers were planning through the spring semester, and the librarian brought up the email Mrs. Boswell had sent earlier in the year on the project.
Brava for Mrs. Lanham realizing it is her responsibility to make the first move and for your realistic scenario.
Mrs. Boswell was motivated to form a partnership because students had struggled with resources and presentation tools in the past. Mrs. Lanham mentioned some new databases the library had just received and some web resources she had found recently. She also explained a few presentation tools that she had used with similar groups of students in the past. At the end of the meeting they decided that Mrs. Lanham would meet during PLC time and continue the planning process. By the next meeting Mrs. Lanham will be prepared to share some of the new databases and presentation tools. Mrs. Boswell will bring also the rubric and the resources she used in the past to complete the project. They will work together to develop better resources and presentation tools to complete the project.
Instructional Goals and Standards:
*Grade level: 10th grade
*Content area: World History
*Initial goals: Students will be able to research various concentration camps and use a variety of resources to create a multimedia presentation showing what life was like in the camp for someone of there same age and gender.
*Initial objectives:
- Using sources found on the internet, in databases, and print resources, students will conduct research on life for someone of their age and gender in a specific concentration camp. The students will compare their life to that of those in concentration camps.
- Students will then create multimedia presentations using sound, images, and graphics to creatively represent the connections between the two using various technologies available to the students.
- Once the project is completed by the assigned due date, the students will then have to present their findings to the class by showing and explaining their multimedia presentation.
Frame your objectives in terms of, at the end of this unit, students will be able to:1.
2....
Also, check your verbs. Where do they fall on Bloom's taxonomy?
1. A schedule for future collaborative planning sessions. You MUST include a real schedule for completing A.4.2 for LS5443:
*We will maintain ongoing contact via text and emails due to schedules and other constraints.
Lesson Completion Schedule
2. Planning form selected:
Link to Self created Google Doc
This is a fine form. However, I am unable to give you feedback directly on the form because I do not have editing rights.
3. Strengths brought to this partnership by Amanda Boswell:
I am a very organized person and work hard to get things done. I easily adapt to different situations and maintain good relationships with those around me. Strong communication skills help me to develop collaborative opportunities and maintain strong working relationships. I am also very good with technology and teaching others to use those technologies.
4. Strengths brought to this partnership by Melinda Lanham:
I am also a very organized person and work hard to get things done ahead of schedule. I always plan ahead to ensure that the things that need to get done will get done. I enjoy learning new skills and developing engaging lessons. Collaboration is a great way to grow as an educator and build better lessons. I can usually build strong relationships with those around me and develop a strong working relationship. I strive to always do my best in all situations and encourage others to do the same.
5. How the administrators will be informed of the collaboration:
The librarian meets bi-weekly with the principal as part of the leadership committee, and takes this opportunity to share the collaborative efforts on the campus and to share examples of the end results. The librarian also sends email invitations to the principal when students will give presentations to encourage him to see first hand the products the students produce.
The administrator should also be invited to collaborative planning sessions and to formally or informally observe the educators coteaching. The principal should be as interested in the process as the final product.
Collaborative Planning Form